The work Broad Residents take on is complex and difficult but immensely rewarding. They are expected to get up to speed quickly to make a significant impact in their organizations. To accomplish this, our program offers a practitioner-driven curriculum aimed at helping them gain the knowledge they need to do their jobs well as well as extensive support from our team.

Program Goals and Student Learning Outcomes

Through extensive research, we have determined the skills and knowledge necessary to become a successful leader in K-12 education management. Broad Residency alumni contribute significantly to the success of their organizations and gain increased responsibility over time, growing to senior leadership in urban public school systems.

The goals and outcomes[1] listed below define the breadth of information and experience gained through the Residency.

Residents have a strong command of critical issues surrounding the K-12 education landscape, major efforts and theories of change that drive systemic improvement in urban public school systems.

  • Residents will be able to analyze and evaluate the scope, history, causes and implications of predominant challenges in the field of K-12 urban public education.
  • Residents will be able to analyze and evaluate instructional and operational practices employed within the central office management of school districts, charter school networks and federal and state education agencies and implement relevant solutions to improve school-system management.
  • Residents will be able to differentiate key levers for system-wide change (e.g., theories of action) and articulate how they drive systemic improvement in urban public school systems.
  • Residents will be able to demonstrate their understanding of, and appreciation for, the experiences and practices of students, teachers, school-based support staff and school leaders, incorporating these perspectives into their actions.
  • Residents will be able to formulate, articulate and defend their own personal and professional beliefs in defining what is required to create an urban public school system that dramatically improves outcomes for all students.

Residents demonstrate leadership and management skills critical to executing high-impact change and growth initiatives in K-12 urban public school systems.

  • Residents will be able to analyze and evaluate organizational structure as well as social and political dynamics to navigate the system and accomplish key objectives effectively.
  • Residents will be able to demonstrate a deeper understanding of who they are as leaders through reflection on their own beliefs, values and experiences and leverage that knowledge to drive their own professional growth.
  • Residents will be able to build strong interpersonal relationships, develop emotional intelligence and effectively communicate with school-system stakeholders to move initiatives forward collaboratively.
  • Residents will be able to manage individuals, teams and projects effectively to drive change and improvements in urban public school systems.

Residents actively learn from their experiences in the K-12 workplace and leverage concepts and principles from instructional sessions and supports to address the needs of the field.

  • Residents will understand the factors that inform an organization’s theory of action and what is required for effective implementation.
  • Residents will deepen their comprehension of K-12 education and be able to analyze and evaluate instructional and operational practices within public school systems through their daily work-based interactions with education practitioners.
  • Residents will be able to articulate achievable solutions that go beyond current organizational boundaries and further accelerate systemic improvement in K-12 urban public education.

Session Schedule

Residents are required to attend quarterly in-person sessions during the program. These sessions are held throughout the U.S. and typically last for three to four days.

Session
Dates
Location
1
July 23-26, 2019 
Los Angeles
2
October 15-18, 2019 
Los Angeles
3
December 10-13, 2019 
Denver
4
March 10-13, 2020 
Boston (tentative)
5
June 9-12, 2020 
Washington, D.C. (tentative)
6
November 10-13, 2020 
Memphis
7
February 1-5, 2021 
San Francisco Area (tentative)
8
May 4-7, 2021 
New Orleans

Enrollment

Enrolled Residents by Ethnicity and Gender

2014-16 2015-17 2016-18 2017-19 2018-20
Gender / Ethnicity # (%) Enrolled # (%) Enrolled # (%) Enrolled # (%) Enrolled # (%) Enrolled
Female 29 (69%) 21 (58%) 35 (65%) 41 (57%) 47 (68%)
Male 13 (31%) 15 (42%) 19 (35%) 31 (43%) 22 (32%)
White 11 (26%) 16 (44%) 27 (50%) 31 (43%) 23 (33%)
African American / Black 17 (41%) 14 (39%) 14 (26%) 27 (38%) 23 (33%)
Asian American or South Asian 12 (29%) 1 (3%) 7 (13%) 10 (14%) 15 (22%)
Hispanic / Latinx 0 (0%) 4 (11%) 4 (7%) 7 (10%) 11 (16%)
Other / multi-ethnic / unknown 2 (2%) 1 (3%) 2 (4%) 1 (1%) 0 (0%)

 

2015-17 2016-18 2017-19 2018-20
Gender Female Male Female Male Female Male Female Male
# (%) Enrolled # (%) Enrolled # (%) Enrolled # (%) Enrolled # (%) Enrolled # (%) Enrolled # (%) Enrolled # (%) Enrolled
Total 21 (60%) 14 (40%) 35 (65%) 19 (35%) 40 (56%) 32 (44%) 47 (68%) 22 (32%)
Ethnicity
White 9 (26%) 7 (20%) 15 (28%) 12 (22%) 14 (19%) 12 (17%) 14 (20%) 9 (13%)
African-American 10 (29%) 3 (9%) 10 (19%) 4 (7%) 15 (21%) 13 (18%) 16 (23%) 7 (10%)
Asian-American or South Asian 0 (0%) 1 (3%) 6 (11%) 1 (2%) 6 (8%) 4 (6%) 12 (17%) 3 (4%)
Hispanic 1 (3%) 3 (9%) 3 (6%) 1 (2%) 3 (4%) 2 (3%) 6 (9%) 5 (7%)
Other / multi-ethnic / or unknown 1 (3%) 0 (0%)  1 (2%) 1 (2%) 2 (3%) 1 (1%) 0 (0%) 0 (0%)

Beginning with the 2018-20 cohort, Residents were able to select multiple ethnicities rather than having “multi-ethnic” as an option in an effort to be more inclusive.  Therefore, ethnicity percentages may total more than 100% and there are no Residents in the “other/ multi-ethnic/ unknown” category.

Enrolled Residents by Work Experience and Degree Type

Measure 2014-16 2015-17 2016-18 2017-19 2018-20
Average # of years of prior work experience 7 9 9 9 10
# (% of cohort) of Residents with 4-6 years of work experience 22
(52%)
7
(19%)
19
(35%)
25
(35%)
12
(17%)
# (% of cohort) of Residents with 7-9 years of work experience 17
(40%)
18
(50%)
18
(33%)
21
(29%)
27
(39%)
# (% of cohort) of Residents with 10 years of work experience or more 3
(7%)
11
(31%)
17
(31%)
26
(36%)
30
(43%)
# (% of cohort) of Residents with an M.B.A. [2] 28
(67%)
24
(67%)
28
(52%)
29
(40%)
28
(41%)
# (% of cohort) of Residents with master’s degrees other than M.B.A. 22
(52%)
18
(50%)
27
(50%)
44
(61%)
40
(58%)
Total Residents enrolled 42 36 54 72 69

 

Completion Rates

Graduation results from the last five graduated cohorts.

To protect student privacy, results from the last five cohorts have been combined to report graduation rates by demographic category.

Graduation and Withdrawal Rates

Measure 2011-13 2012-14 2013-15 2014-16 2015-17 Totals
# of total Residents enrolled 46 51 44 42 36 219
# (% of cohort) of Residents who graduated 41 (89%) 48 (94%) 37 (84%) 32 (76%) 31 (86%) 189 (86%)

Graduation Rates by Demographic Category

Compiled for last 5 graduated cohorts[3]
Measure # enrolled # graduated % graduated
Female 131 119 91%
Male 88 70 80%
White 102 92 90%
African American / Black 72 57 79%
Asian American or South Asian 28 26 93%
Hispanic / Latinx 12 11 92%
Other / multi-ethnic / unknown 5 3 60%

 

Achievement During and After the Program

The Broad Center measures workplace performance and skill development through 360-degree feedback surveys of each Resident’s co-workers. The surveys are conducted twice during the program and assess each Resident’s performance based on a specific set of knowledge and skills.

360-Degree Feedback Results

Measure[4] 2011-13 2012-14 2013-15 2014-16 2015-17
% of cohort with 3.0 average or higher[5] 100% 100% 93% 100% 91%
% of cohort with 4.0 average or higher 19% 7% 7% 4% 6%
% of cohort with 3.0 or higher on overall contribution to organization[6] 100% 100% 96% 100% 97%
% of cohort with 4.0 or higher on overall contribution to organization 31% 35% 31% 39% 39%

 

Where Broad Residency alumni work, by organization type

Retention in the sector is a key indicator of their preparedness for careers in this field. Most Residency graduates continue to work in K-12 education.

Roles held by Broad Residency alumni, by leadership level[7]

Achievement is also measured by the levels of leadership alumni attain. Most Residency graduates currently work in roles that are at a director level or higher.

Overall Student Satisfaction

Residents are surveyed after one year in the program and at graduation. Results from end-of-program surveys demonstrate, on average, satisfaction with the program overall as well as the roles and organizations in which they work.

Satisfaction with The Broad Residency[8]


[1] Because The Broad Residency only has one program, student learning outcomes overlap with program learning outcomes.

[2] Includes some Residents with multiple degrees.

[3] Total # and % of each category who graduated across cohorts 2011-13, 2012-14, 2013-15, 2014-16, and 2015-17.

[4] Data from second-year 360-degree feedback surveys only. Blank responses were not included in analysis. Sample does not include Resident self-evaluations.

[5] A score of 3.0 or higher means the Resident’s average performance across all skills measured was “adequate,” “very good” or “excellent.”

[6] Question regarding overall contribution: “How would you rate this person’s overall contribution to the organization so far?” Scale: 1 = needs development, 2 = building, 3 = demonstrates strength, 4 = exceptional, 5 = role model

[7] Includes all alumni who graduated in 2017 and earlier, and currently working in K-12 education (School Operating Organizations and Other K-12 Organizations).

[8] Data from Broad Residency surveys conducted at the end of the program. Scale 1 = very unsatisfied, 2 = unsatisfied, 3 = moderately satisfied, 4 = satisfied, 5 = very satisfied